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137
Hits 121 – 140 of 2.725
121
Abordagem heurística das linguagens de especialidade dom recurso à linguística de corpus: caso de estudo em linguagem jurídica
Afonso, Tereza
;
Araújo, Sílvia
. - : Instituto Superior de Administração e Contabilidade do Porto, 2019
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122
L1 Grammar Instruction in Primary School
Cardoso, Adriana
;
Pereira, Susana
. - 2019
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123
A articulação entre professor e terapeuta da fala na intervenção com criança com perturbação do desenvolvimento de linguagem
Ribeiro, Daniela Alexandra Rosa
. - 2019
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124
An exploratory study of foreign accent and phonological awareness in Korean learners of English ...
Park, Mi Sun
. - : Columbia University, 2019
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125
Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
Keith, Karin
;
Hong, Huili
;
Moran, Renee Rice
In: ETSU Faculty Works (2019)
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126
Re-vision and re-representation : an exploration of awarness and voice in Marxism, postcolonialism, postmodernism and psychoanalytic theory
Sexton, Stacy
In: Theses, Dissertations and Capstones (2019)
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127
Structural Priming, Levels of Awareness, and Agency in Contact-Induced Language Change
Gerrit Jan Kootstra
;
Pieter Muysken
In: Languages ; Volume 4 ; Issue 3 (2019)
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128
Ofelia García: A Visionary Thinker
Hélot, Christine
In: Journal of Multilingual Education Research (2019)
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129
The Additive Effects of Bilingualism on Third or Additional Language Acquisition: the Role of Metalinguistic Awareness ...
D’Angelo, Francesca
. - : Universita degli studi di Salerno, 2019
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130
Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education
Sá, Susana
;
Andrade, Ana Isabel
;
Lourenço, Mónica
. - : Taylor & Francis, 2019
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131
Las tareas de conciencia fonológica como recurso didáctico de comprensión auditiva en Español Lengua Extranjera (ELE)
Pérez Cano, Isabel
. - 2019
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132
Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
Perry, Susan S.
In: Dissertations (2019)
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133
Motivation and Gesture in Foreign and Second Language Development: A Sociocultural Study of Chinese Learners of English
Tian, Lixian
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2019)
Abstract:
This dissertation study investigated motivation as related to goal-directed activity and gesture awareness as well as their interplay in second and foreign language development in different English as a foreign language (EFL) and English as a second language (ESL) contexts. This study included four groups of Chinese learners of English. The first EFL group consisted of college students in China learning English without intention of studying abroad (G1) and the second EFL group in China included Chinese learners of English who were learning English to prepare to study abroad (G2). Participants in the first ESL group were living and studying abroad (G3) while the second group consisted of students who had returned to China after completing their study abroad experience but continued to use English for academic studies and work (G4). This explanatory sequential mixed methods research design involved quantitative data of motivation and gesture awareness surveys and then further explained the quantitative results with qualitative data of video recorded gesture tasks and semi-structured interviews. The quantitative analysis of motivation tested mean differences of motivation constructs (ideal L2 self, ought-to L2 self, and attitudes toward learning English) based on the second language motivational self-system (L2MSS) (Dörnyei, 2005; 2009) as well as intended effort as a measurement criterion. In the results, participants in the EFL context intended to put in more effort and had lower ideal L2 self than participants in the ESL context. Results found no difference between the EFL and ESL contexts with regard to ought-to L2 self and attitudes toward learning English. In the EFL context, G2 were highly motivated than G1 in terms of ideal L2 self, attitudes toward learning English, and intended to put into more effort. Additionally, the expectation that G3 would have the highest level of motivation was not supported. In fact, attitudes toward learning English were lower for G3 than G4. No statistical differences were found on ought-to L2 self across groups. These quantitative results were supported and clarified by the qualitative findings in phase 2. Motivation as related to goal-directed activity was found to be affected by the orientation of participants in each group toward learning English in association with their particular contexts. Overall findings of motivation as related to goal-directed activity proved highly coherent with the qualitative dimension supporting the quantitative results and providing nuanced and in-depth information on what motivated participants and why, how motivation shaped experience and how experience shaped motivation in each context. This study also created and validated the first usable scale of gesture awareness, and measurement and structural invariance tests showed that G3 had the lowest scores in terms of comprehension and production across the four groups. Interestingly, no difference was found between G2 and G4. Later, qualitative findings showed that G3 were more aware of their gesture, and their gesture production was more pragmatic than other groups. G1, in particular, were less conscious of gestural differences between Chinese and English than other groups. Quantitative results of gesture awareness were incongruent with qualitative findings, and specific investigation among each individual revealed the importance of conscious awareness of gesture and gesturing for pragmatics. This study is the first effort to examine the relationship between motivation and gesture awareness and found that the relationship was individual specific in the situated context for communicative needs. The integration of individual and contextual factors constituted the plasticity of second and foreign language development and showed the diversity of individual motivation and gesture awareness in different contexts. This dissertation study brings attention to agency, goals, goal-directed activity, and conscious awareness in EFL and ESL contexts for second and foreign language development.
Keyword:
Chinese learners of English
;
Educational Psychology
;
Gesture awareness
;
Goal-directed activity
;
Mixed methods study
;
Motivation
;
Second language development
URL:
https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=4693&context=thesesdissertations
https://digitalscholarship.unlv.edu/thesesdissertations/3690
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134
La conciencia lingüística del autor andaluz Francisco Delicado
Díaz Bravo, Rocío
. - : Universidad de Málaga, 2019
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135
Мультикультуралізм і питання мовно- культурної ідентичності ; МУЛЬТИКУЛЬТУРАЛИЗМ И ВОПРОС ЯЗЫКОВО-КУЛЬТУРНОЙ ИДЕНТИЧНОСТИ ; MULTICULTURALISM: LANGUAGE AND CULTURE IDENTITY PROBLEM
Biletska, Oksana
In: Культура і мистецтво у сучасному світі; № 20 (2019); 21-29 ; CULTURE AND ARTS IN THE MODERN WORLD; № 20 (2019); 21-29 ; Культура и искусство в современном мире; № 20 (2019); 21-29 ; 2616-423X ; 2410-1915 (2019)
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136
Análise de oportunidades de desenvolvimento de consciência de abertura de vogais orais do português brasileiro em cinco manuais de português língua estrangeira
Ferreira, Daiane dos Santos
;
Telles, Luciana Pilatti
In: Linguagens & Cidadania; Linguagens & Cidadania, v. 20, número especial, jan./dez., 2018 ; 2674-6921 ; 1516-8492 (2019)
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137
O impacto de competências linguísticas e variáveis sociodemográficas na precisão e fluência de leitura em alunos do 1º ciclo do ensino básico
Machado, Marina Alexandra Gonçalves
. - 2019
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138
Metalinguagem como tecnologia cognitiva em textos de divulgação científica ; Metalanguage as cognitive technology in texts of scientific diffusion
Silva, Carlos Eduardo da
. - : Universidade Tecnológica Federal do Paraná, 2019. : Curitiba, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Estudos de Linguagens, 2019. : UTFPR, 2019
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139
Reading the Linguistic Landscape: Fostering Newcomer Children's Language Awareness and Identity Positioning
Tjandra, Christina Sandi
. - 2019
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140
The Direct and Indirect Effects of Syntactic Awareness on French Reading Comprehension in French Immersion Students
Burchell, Diana Marie
. - 2019
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